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Teacher learning in second language teacher education: a socially-situated perspective

Abstract

Ultrapassadando as tradições históricas e teóricas que têm definido a educação de professores de segunda língua na América do Norte nos últimos vinte cinco anos, argumentamos neste artigo em favor de uma reconceituação do conhecimento de base da educação de professores de segunda língua. Ao mesmo tempo que reconhecemos que o ensino.de diferentes línguas é moldado por suas respectivas culturas e literaturas, encontramos deficiências comuns ao definir o que os professores de segunda língua necessitam saber e ser capazes de fazer para ensinar com sucesso. Propomos olhar o professor como um aprendiz do ensino, as escolas e o ambiente escolar como contextos sócio-históricos nos quais a formação do professor e o próprio ensino acontecem, e o ensino de língua e a aprendizagem de língua como atividades que são implantadas nesse contexto. De forma conjunta, esses três domínios formam uma estrutura tripartite que utilizamos para elaborar uma nova visão epistemológica que considera o ensino de segunda língua como real-mente ocorre.


Teacher learning in second language teacher education: a socially-situated perspective

Karen E. JohnsonI; Donald FreemanII

IDonald Freeman

IISchool for International Training

RESUMO

Ultrapassadando as tradições históricas e teóricas que têm definido a educação de professores de segunda língua na América do Norte nos últimos vinte cinco anos, argumentamos neste artigo em favor de uma reconceituação do conhecimento de base da educação de professores de segunda língua. Ao mesmo tempo que reconhecemos que o ensino.de diferentes línguas é moldado por suas respectivas culturas e literaturas, encontramos deficiências comuns ao definir o que os professores de segunda língua necessitam saber e ser capazes de fazer para ensinar com sucesso. Propomos olhar o professor como um aprendiz do ensino, as escolas e o ambiente escolar como contextos sócio-históricos nos quais a formação do professor e o próprio ensino acontecem, e o ensino de língua e a aprendizagem de língua como atividades que são implantadas nesse contexto. De forma conjunta, esses três domínios formam uma estrutura tripartite que utilizamos para elaborar uma nova visão epistemológica que considera o ensino de segunda língua como real-mente ocorre.

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Publication Dates

  • Publication in this collection
    12 June 2013
  • Date of issue
    2001
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